Reference:
Baxter, D. (2009). Small group work. In S. Gannon, M.
Howie, & W. Sawyer, Charged with meaning (pp. 197-203). Putney NSW:
Phoenix Education.
Manuel, J. (2009).
Talking and listening for learning in English. In S. Gannon, M. Howie, & W.
Sawyer, Charged with Meaning (pp. 185-196). Putney NSW: Phoenix
Education.
***
There is a vital role of talking and listening in student
learning, Manuel notes how this is often
diminished in the ‘propensity to privilege reading and writing, particularly when
it comes to assessment and examinations’ (Manuel 2009:185). We spend ‘far more time producing spoken language to organise and
verbalise experience than we do using written language’ (Plattor 1984:3) (Manuel, 2009,
p. 186).
Group work allows for the continuity of talking and
listening in the classroom. It
encourages ‘proficiency in oral language that can contributes significantly to
their developing capacity as writers and readers.’ (Manuel, 2009, p. 187)
Group work changes the source of power from the traditional teacher-student
dynamic of teachers controlling the language of the classroom to that of
facilitator, where students are involved in active, purposeful talking and
listening learning experiences. It allows for the ‘talking space’ in the
classroom to be democratised (Douglas
Barnes) and for student’s voice to be valued. It ‘assume[s] that the student’s
home language is a crucial resource in the building and extending of their
talking and listening; and that students have something to learn from one
another. (Manuel, 2009, p. 189)
Group work ensures that students are involved as both
participants and spectators in the classroom. It ‘requires a commitment on the
part of students to proffer ideas, interpretations and responses’ (Manuel,
2009, p. 187).
By doing so, the emphasis is on the process
of making meaning.
Manuel (Manuel, 2009)notes that there is
an explicit understanding that students learn best when they:
ü Encounter
purposeful, relevant, challenging & stimulating language activities
ü Given
degree of choice & agency & developing sense of responsibility for
their learning
ü Value
coherence between the language of school, home, community, workplace &
media
ü Given
abundant opportunities for purposeful talk
Group work provides for all these learning experiences.
Wilkinson (1973:436) notes that “English should provide a profusion of ‘living
language situations’, that allow oral work to encompass a variety of purposes,
audiences and contexts (Manuel, 2009, p. 188)in order for the development
of talking and listening skills among students. For this to occur teachers need
to consider different strategies they
use and the ‘social relationships they permit within their classrooms, and how
these affect learning’ (Stratta et al 1973: 144-5).
The practical aspects
of implementing group work in the English classroom
Teachers have a pivotal role in ensuring group work is
successful in the classroom. They need to:
ü Plan,
prepare, structure, organize & mediate
o
Regular small group experiences
o
Allow time for students to learn how to work in
groups – begin by planning short, focused activities, beginning with pairs.
§
Focus :questions or instructions
§
Set time limit, but allow time if it takes
longer
o
Variety of tasks in variety of ways – see (Manuel, 2009, pp. 194-5)
§
Plan a ‘context’ for discussion
§
Activity is interesting, enjoyable, challenging,
relevant
§
Purpose of activity is clear & precise
§
Students clear about their roles & what they
are to achieve or produce
§
Tasks need to be fair & achievable for all
students including socially isolated students
o
Keep groups dynamic & fluid – students work
within & across number of groups
§
Size 2 (pairing especially if working on
computers or writing) to 4
§
Use different methods for grouping e.g.
numbers/cards with images
o
Resources
§
Suitable space
§
Necessary resources available
§
Amount of time given for task is appropriate
o
Use range of models of talking and listening - see
(Manuel, 2009, p. 193)
o
Assessment
§
Rationale for assessing activity is clear, fair
& established/communicated at beginning of activity
§
Include students in designing criteria based on
performance
§
Use of peer assessment – based on observable,
objective criteria
§
Design activities so that all members have
ownership & responsibility for product of their labours
ü Establish
expectations of acceptable & unacceptable talk
o
Inform students about purpose & processes of
group work
o
Have students contribute to establishing ‘protocols’
e.g. group roles, individual’s roles, leadership, group responsibility, seating
etc.
o
Rules for behaviour & cooperation
ü Have
range of questioning techniques
o
to encourage students to think critically &
perceptively about experiences, issues, stimulus materials, problems
ü Act
as facilitator, coordinator, receptive audience (to the group discussion),
negotiator, consultant, supportive mentor
o
Teacher models good listening skills – take genuine
interest in ideas, responses, contributions of all students
ü Intervene
when necessary to challenge, redirect or refocus talk to encourage students to
think critically and move beyond ‘mere expression of opinion’
o
The plenary follow-up to group work –listening to
groups report back – incorporate different ideas for students to use – choice e.g.
visual (poster, mind map, poem); performance; print walk (bus stop)
17/04/2011
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